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Organization Change in Higher Educat...

Johnson, Angela.

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Organization Change in Higher Education: Transforming Institutions of Learning into Learning Organizations.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Organization Change in Higher Education: Transforming Institutions of Learning into Learning Organizations./
Author:	Johnson, Angela.
Description:	39 p.
Notes:	Source: Masters Abstracts International, Volume: 49-05, page: 2903.
Contained By:	Masters Abstracts International49-05.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1492531
ISBN:	9781124646961

Organization Change in Higher Education: Transforming Institutions of Learning into Learning Organizations.
Johnson, Angela.

Organization Change in Higher Education: Transforming Institutions of Learning into Learning Organizations. - 39 p.

Source: Masters Abstracts International, Volume: 49-05, page: 2903.

Thesis (M.A.)--The College of St. Scholastica, 2011.

This paper discusses how the subcultures of higher education institutions can be better integrated through the process of organization development (OD), thereby transforming the institution into a learning organization as conceived by Peter Senge (1990a). A Bohmian dialogue session was conducted at a small Midwestern private college, The College of St. Scholastica, to solicit feedback from faculty, staff, and administration about the level of integration of the subcultures, potential barriers to organizational and double-loop learning, and suggestions for addressing those barriers. Researchers summarized participants' comments during the dialogue, and a modified content analysis was used to identify themes related to organizational learning. The five main factors influencing organizational learning that emerged were: 1) communication, 2) the compartmentalized organizational structure, 3) decision-making processes at the administrative level, 4) role clarity, and 5) time for reflective learning. Participants offered suggestions for improvement that would need to be initiated at the administrative level. Interaction across the subgroups could be improved through increased and more open communication, more frequent opportunities for social interaction, more inclusive decision-making processes, role clarification, and a decided emphasis on the importance of reflective learning. Implementing these changes will result in enhanced collaboration among the organization's subgroups, thereby promoting organizational learning. This study also offers a model to other higher education institutions for how OD principles can be used in the higher education environment to facilitate transformational change through the integration of organizational subcultures.

ISBN: 9781124646961Subjects--Topical Terms:

1035576
Education, Leadership.

Organization Change in Higher Education: Transforming Institutions of Learning into Learning Organizations.
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100 1 $a Johnson, Angela. $3 541059
245 1 0 $a Organization Change in Higher Education: Transforming Institutions of Learning into Learning Organizations.
300 $a 39 p.
500 $a Source: Masters Abstracts International, Volume: 49-05, page: 2903.
500 $a Adviser: Robert J. Hartl.
502 $a Thesis (M.A.)--The College of St. Scholastica, 2011.
520 $a This paper discusses how the subcultures of higher education institutions can be better integrated through the process of organization development (OD), thereby transforming the institution into a learning organization as conceived by Peter Senge (1990a). A Bohmian dialogue session was conducted at a small Midwestern private college, The College of St. Scholastica, to solicit feedback from faculty, staff, and administration about the level of integration of the subcultures, potential barriers to organizational and double-loop learning, and suggestions for addressing those barriers. Researchers summarized participants' comments during the dialogue, and a modified content analysis was used to identify themes related to organizational learning. The five main factors influencing organizational learning that emerged were: 1) communication, 2) the compartmentalized organizational structure, 3) decision-making processes at the administrative level, 4) role clarity, and 5) time for reflective learning. Participants offered suggestions for improvement that would need to be initiated at the administrative level. Interaction across the subgroups could be improved through increased and more open communication, more frequent opportunities for social interaction, more inclusive decision-making processes, role clarification, and a decided emphasis on the importance of reflective learning. Implementing these changes will result in enhanced collaboration among the organization's subgroups, thereby promoting organizational learning. This study also offers a model to other higher education institutions for how OD principles can be used in the higher education environment to facilitate transformational change through the integration of organizational subcultures.
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650 4 $a Education, Leadership. $3 1035576
650 4 $a Business Administration, Management. $3 626628
650 4 $a Education, Higher. $3 543175
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690 $a 0745
710 2 $a The College of St. Scholastica. $b Management. $3 1671699
773 0 $t Masters Abstracts International $g 49-05.
790 1 0 $a Hartl, Robert J., $e advisor
790 1 0 $a Swenson, David X. $e committee member
790 $a 0614
791 $a M.A.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1492531